Standard 5

Uses a variety of methods to monitor student learning.

Artifact 1: Class sparK Points Log
In the  technology class that I taught the primary goal was teaching students to code using the website One of the challenges of teaching a class to an entire grade level was determining how far along  students should be at any given time during the course. In the course I developed my own grade book, which  kept track of three primary features for the students;

  1. Their behavior  – including their responsibility to bring correct materials to class.
  2. The student’s progress through the coding website.
  3. The optional or bonus point assignments that we provided to students.

After a few weeks of teaching the class, we started to see trends of how students were progressing through the online activities. While students are all treated the same in class, for the purpose of giving points based on completion we divided the class into 3 sections. All the students enjoy working on the coding and these groups are based on the speed of completion. All students can earn the same amount of points, although some students were given more time to complete the assigned tasks.

Artifact 2: Multiple tests for science
When teaching the 5th grade science class one of the new things that students were introduced to in 5th grade is the concept of points and a letter grade.  While they  understood the importance of doing well, the idea that the points directly correlated to a grade was different to them.  I had several chances to design assessment tools for the class. Since the class was 1:1  we utilized technology whenever possible, the tests were delivered online using a Google Form.  The test was then graded using the add on Goobric.  The add-on also provided an in-depth look at how students did on the test.  This helped me judge if a question or answer set could have been worded differently, or to identify some other issue that needed to be addressed such as a common misunderstanding among  the students. If students did not pass the test with an 80% rate we allowed the students to retake the test, which was modified based on information gathered from examining the results from the first test.  We also allowed students who may have gotten higher than an 80% to retake the test if they wanted to try for a higher test score.

Artifact 3: “I Have Who Has” contractions assessment
During my Level 3 classroom experience, with a 2nd grade class of 20 students (in Independence, IA) I needed to come up with a way to informally evaluate my student’s prior knowledge on contractions.  To solve this problem I used a game called “I Have, Who Has” to determine if the students knew what the contractions were and the two words that made up the contractions.  The students stood in a circle and read the cards off to each other. Once the students had completed the game, we timed the second game to see if they could go through the deck of cards faster, shuffling the cards so everyone got different cards.  After playing the game in a large group, I broke the students into smaller groups, gave them a subsection of the original deck, and observed them read the cards and match the contractions.   The game was a huge success in the class allowing me to see that the majority of the students did know their contractions and providing the students with an entertaining way to review materials learned previously.